The paper deals with the question of the ability in people with a lower level of literacy, or individuals who are functionally illiterate, to define and understand the notion/concept at the level that implies its verbal-logical aspect, that is, their reliance on the system of verbal-logical relations that stands in the notion background. In addition to a brief overview of the development of the concept of functional (il)literacy and cognitive functioning related to verbal abilities in individuals who are literate and illiterate, the paper presents a mini-study of the indicators of the use of the verbal-logical relational dimension of the term, that is, the difference in its use in persons who are in the process of tertiary education or literate adults (university students), and persons who are in the process of functional basic adult education (persons who are functionally illiterate). The results of the non-parametric statical analysis of the observed differences between the two groups show the possible influence of the educational level, that is, the level of literacy on the use/reliance on the verbal-logical aspect when determining the term, or the difference in achievement on the tasks used as indicators of the given aspect.
Aleksandar Bulajić is a teaching assistant and a PhD student at the Faculty of Philosophy, University of Belgrade.
Miomir Despotović, PhD is a professor at the Faculty of Philosophy, University of Belgrade.
This paper is a result of the part of research conducted within Aleksandar Bulajić’s doctoral diseartation under menthorsip and supervision of Prof. dr Miomir Despotović.